Background and Aims Opportunities to learn ultrasound guided regional anaesthesia can be sporadic. ‘One off’ opportunities trainees may feel like they ‘understand’ or ‘remember’ however modern educational theory would call this superficial learning, which rarely correlates with competency and is quickly forgotten. If learning is sporadic, on a superficial level and forgotten it is implausible to expect trainees to become competent.

Our peer-to-peer course required trainees to create, evaluate and analyse sonographic images. This would allow for learning on a deeper level as per Blooms taxonomy of learning outcomes in the hope of bridging the gap between ‘seeing’ and ‘doing’ ultrasound guided regional anaesthesia¹. We report feedback and an assessment of feasibility.

Methods Weekly sessions were taught by a consultant who regularly practices ultrasound guided regional anaesthesia. After this trainees were nominated to do further scans at a different time and share the ultrasound images on a teaching whattsapp group. Other trainees would then annotate and label these scans. We reviewed the feasibility and acceptability of this training course using weekly questionnaire feedback.

Results Questionnaire completion rates were approximately 75%. Feedback showed trainees were more confident and scanning in their own time followed by labelling and discussing other peoples scans reinforced knowledge.

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Abstract B23 Figure 1

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Abstract B23 Figure 2

Labelled and non labelled supraclavicular scans

Conclusions The feedback demonstrates satisfaction and feasibility in the course structure. Equally important we demonstrate deeper learning through creation, evaluation and analysis of sonographic images. We suggest this is an effective way of delivering a sono-anatomy course and helps bridge the gap between seeing and doing.